Is it clear that the lesson addresses both important content and scientific practices?
The topic of the lesson is density, but it is not clear why students are learning about density what what you think they should learn about density in grade 9. Density is mentioned in the physical science standards for matter. Are you trying to address this use of density?
Instructional Activities
I think your choice of phenomena is a vivid one.
What science practices are required?
Student will observe a teacher demonstration and then offer hypotheses about why one floats and the other doesn't.
How are the science practices supported?
It seems that the major ideas are introduced by the teacher in the context of class discussion. You should explain what you will say to distinguish between an observation and an inference, why a "test" like putting the ice in both liquids is useful. It seems to me that the reasoning process that calls for this test is an important thing for the students to be able to do.
I am curious why you are not giving them a chance to apply scientific concepts to this problem by asking them what might be different about the two liquids.
How are the science practices assessed?
As you clarify the reasons why the ice only partially sinks in the liquids, you should provide students with an opportunity to explain what is happening. and maybe even apply this knowledge to another situation, e.g. cleanup operations after oil spills.
Inquiry Lesson Feedback for Amy R
Evaluated by: Jay F.Score: 7/10
Standards / Learning Performances
Is it clear that the lesson addresses both important content and scientific practices?
The topic of the lesson is density, but it is not clear why students are learning about density what what you think they should learn about density in grade 9. Density is mentioned in the physical science standards for matter. Are you trying to address this use of density?
Instructional Activities
I think your choice of phenomena is a vivid one.
What science practices are required?
Student will observe a teacher demonstration and then offer hypotheses about why one floats and the other doesn't.How are the science practices supported?
It seems that the major ideas are introduced by the teacher in the context of class discussion. You should explain what you will say to distinguish between an observation and an inference, why a "test" like putting the ice in both liquids is useful. It seems to me that the reasoning process that calls for this test is an important thing for the students to be able to do.I am curious why you are not giving them a chance to apply scientific concepts to this problem by asking them what might be different about the two liquids.
How are the science practices assessed?
As you clarify the reasons why the ice only partially sinks in the liquids, you should provide students with an opportunity to explain what is happening. and maybe even apply this knowledge to another situation, e.g. cleanup operations after oil spills.